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The report speaks of elementary and secondary education in Ethiopia in terms of its history and cultural setting, and then relates the facts to the present situation in terms of learning opportunities, rural development, and the prevailing attitudes among the people in regard to education. Discussions cover the educational role of the Ethiopian Orthodox Church, the beginning of modern education with the opening of the first public school in 1906 by Emperor Menelik II, the effect on Ethiopian education of the power struggle which followed Menelik's death and World War I; and, in 1941, with independence, the challenge of starting the development and expansion of schools almost from scratch. Also, a historical comparison of the policies and attitudes of church education and modern education is made. The remaining discussions cover the comprehensive high school, the teacher training institutes, the problem of dropouts, the change of attitudes and rural development, and the enrollment and dropout figures for Ethiopia. Two figures showing elementary and secondary school enrollment data and a 9-entry bibliography are also included. (FF)

An evaluation of extension education at Haile Sellassie University is presented. It includes the following focal points: (1) extension development, (2) present extension services, (3) the need for a new concept of university extension, (4) extension in a developing country, (5) recommendations, and (6) future research. (CK)

Ethiopia's Education Sector Review and a subsequent symposium set up a framework and guidelines for Incorporating, integrating and financing a nonformal component in a comprehensive educational system for Ethiopia. Most of the governmentally sponsored educational activities now classified as NFE are conducted by organizations other than the Ministry of Education. The extensive experience of missionary and other private organizations and the more recent experience of the agricultural development programs need to be analyzed for the guidance of the expanded NFE program. Examination of programs designed to promote development in rural areas has demonstrated the learning abilities and adaptability of illiterate persons and the usefulness of rural leaders. Linkages between formal and nonformal education are currently very limited and must be greatly strengthened to meet NFE objectives. The approaches and programs for literacy training must be thoroughly evaluated before additional resources are allocated to it. Operational research should be built into NFE planning and activities to provide data for decision-makers. The Sector Review was successful partly because it was comprehensive and realistic. (KM)

Since June of 1962, the University of Utah, in cooperation with the United States Agency for International Development and the Ethiopian Government, has helped to build a faculty of education at the Haile Sellassie I University in Addis Ababa, Ethiopia. The assignment has included two projects. The first was for preparation of junior-secondary and secondary school teachers, teachers to staff the Teacher Training Institutes, and supervisors and directors. That project was completed on July 1, 1968. The second project, which was initiated on July 1, 1966, was for the preparation of technical and industrial education teachers for the secondary and technical schools of Ethiopia. That project will terminate in July 1971 when an Ethiopian with a Ph.D. in technical education will become chairman of the technical teacher education department; other Ethiopians who are presently studying in the United States will completely staff the department. (Author/RT)

This paper constitutes the fifth chapter of the forthcoming volume "Language in Ethiopia." In an effort to better define the particular linguistic area, the author analyzes phonological and grammatical features that languages in the area have in common. A number of features have been identified as characteristic of the area, and this chapter discusses eight phonological and eighteen grammatical characteristics which constitute significant items within the languages under consideration. Tables illustrate the distribution of these features among the particular languages. A list of references is included. (VM)

The interview questionnaire presented here was designed to elicit three kinds of response--(1) descriptions of Ethiopian language situations, (2) statements from which inferences can be drawn about the respondent's language-related attitudes and values, and (3) information about the respondent's personal history. See related document AL 001 283. (AMM)

THIS REPORT ON THE SALIENT FEATURES AND CONCERNS OF CORRESPONDENCE INSTRUCTION IN ETHIOPIA, KENYA, TANZANIA, MALAWI, ZAMBIA, AND UGANDA--(1) DISCUSSES ADVANTAGES, DISADVANTAGES, AND REQUIREMENTS OF THE CORRESPONDENCE METHOD IN AN AFRICAN CONTEXT, (2) SURVEYS CONDITIONS AND FACILITIES (POSTAL SERVICES, ROADS, INSTRUCTIONAL RADIO AND TELEVISION, CORRESPONDENCE SCHOOLS AND COLLEGES, AND RESOURCES FOR PRODUCING INSTRUCTIONAL MATERIALS), (3) SUGGESTS NATIONAL TASKS FOR CORRESPONDENCE TEACHING, AND (4) ASSESSES INTEREST IN A PROPOSED 1967 CORRESPONDENCE INSTRUCTION SEMINAR. TEACHER TRAINING AND UPGRADING, PREPARATION OF CORRESPONDENCE EDUCATORS, MASS EDUCATION OF UNEMPLOYED PRIMARY SCHOOL DROPOUTS, INSERVICE MEDICAL TRAINING (FOR EXAMPLE, FOR THE ETHIO-SWEDISH PEDIATRIC CLINIC), IMPROVEMENT OF TEACHING METHODS BY COMBINING CORRESPONDENCE COURSES WITH CLASSROOM SETTINGS, AND INCULCATION OF STUDY SKILLS AND HABITS FOR LIFELONG LEARNING, ARE DISCUSSED AS A PART OF THE URGENT MANPOWER TRAINING NEEDS THROUGHOUT AFRICA. PROBLEMS AND ISSUES SUCH AS LANGUAGE (AS IN ETHIOPIA AND MALAWI) AND GOVERNMENTAL VERSUS PRIVATE COURSES, MAJOR ORGANIZATIONS SUCH AS THE CORRESPONDENCE COURSE UNIT (ZAMBIA MINISTRY OF EDUCATION), OUTSTANDING EFFORTS SUCH AS THE MALAWI CORRESPONDENCE COLLEGE RADIO CLASSROOM, AND RECOMMENDATIONS ON PARTICIPATION IN THE SEMINAR, ARE STRESSED. APPENDIXES ON OPERATING EXPENSES AND PROGRAM PLANNING ARE INCLUDED. (LY)

THIS IS THE THIRD AND FINAL VOLUME OF A NINE-UNIT COURSE IN BASIC AMHARIC. VOLUMES ONE AND TWO DEAL WITH THE PROBLEMS OF PRONUNCIATION AND THE ORAL-AURAL MASTERY OF BASIC GRAMMATICAL CONSTRUCTIONS. AT THE END OF EACH VOLUME ARE APPENDED ENGLISH-AMHARIC AND AMHARIC-ENGLISH GLOSSARIES. VOLUME THREE (UNITS VIII-IX) IS DIVIDED INTO TWO PARTS. PART I (UNIT VIII) CONSISTS OF A COLLECTION OF DIALOGS AND NARRATIVES WHICH ARE INTENDED TO IMPROVE AURAL COMPREHENSION AND WHICH OFFER EXTENSIVE VOCABULARY STUDY INCLUDING COLLOQUIALISMS SUITED TO DAILY SITUATIONS. TAPES ARE AVAILABLE FOR ALL OF PART I. PART II (UNIT IX) IS AN INTRODUCTION TO A STUDY OF ELEMENTARY LITERARY STYLE IN THE AMHARIC SCRIPT. THIS COURSE WILL PREPARE THE STUDENT TO PERFORM AT THE PROFICIENCY LEVEL IN SPOKEN AMHARIC OF S-3, FOLLOWING THE EVALUATION CRITERIA OF THE FOREIGN SERVICE INSTITUTE. (TP)

This report describes the scope and aims of the Survey of Language Use and Language Teaching in Eastern Africa. An outgrowth of a series of ICSLP conferences (International Conference on Second Language Problems, jointly sponsored by the Center for Applied Linguistics, the British Council, and the Bureau pour l' Enseignement de la Langue et de la Civilisation Francaises a l' Etranger), this Survey is centered in Nairobi, Kenya, with the backing of the Ford Foundation. The areas covered include Kenya, Uganda, Tanzania, Ethiopia, and Zambia. The aims are (1) to assemble basic data on the use and teaching of the major languages in each country, (2) simultaneously to stimulate local research in linguistics, sociolinguistics, and language pedagogy, (3) to foster closer and more productive contacts among specialists in different countries and across disciplinary lines, and (4) to strengthen the institutional and personnel resources in the language sciences in Eastern Africa. A quarterly "Bulletin" is available to interested readers upon writing to the Survey Office, P.O. Box 30641, Nairobi, Kenya. (AMM)

The questionnaire presented here was designed to be administered to a representative sample of Ethiopian children enrolled in primary and secondary schools. Responses to be elicited pertain to --(1) personal use of language in several domains of speech behavior, (2) use of language by others in situations which the respondent has had an opportunity to observe, and (3) personal history. See related document AL 001 282. (AMM)

Describes the present state of school libraries and the training of school librarians in Ethiopia and makes suggestions for future action. (Author)

This report analyzes the initial results of UNESCO's Experimental World Literacy Programme and makes recommendations for future action. The meaning of functional literacy is discussed, and pilot projects in twelve countries are briefly described. The analysis reveals that the programme has fallen seriously behind schedule, that the number of adult illiterates so far affected is far short of the target, and that not enough experimental work has been done on methods and materials. The recommendations concern mainly the experimental projects, their relevancy and evaluation, and their link to national literacy programmes. (CL)

The purposes of this study were: (1) to ascertain the relative importance of selected attributes of curriculum development in vocational and technical education in Ethiopia, (2) to ascertain the extent of agreement in opinions among selected specialists in the United States, vocational-technical teachers and secondary school principals in Ethiopia regarding the relative importance of selected attributes, (3) to ascertain the extent of agreement in opinion between the specialists and the participating groups of teachers and principals in ranking the attributes, and (4) to propose a procedure for developing relevant curriculums in vocational and technical education in Ethiopia. Using Ralph W. Tyler's rationale for curriculum development, a questionnaire was prepared using selected attributes organized under 16 blocks relating to (1) objectives, (2) subject matter content, (3) learning experiences, and (4) evaluation with respect to vocational and technical education in Ethiopia. The seven items under each of the blocks were then ranked in order of importance by the participating individuals. Based on analysis of the data, a 14-step procedure for developing relevant curriculums in vocational and technical education in secondary schools of Ethiopia was recommended. (Author)

To obtain descriptive evidence for an evaluation and to ascertain whether or not differences exist between graduates of several provinces and tribes in certain post-high school pursuits, this study utilized data collected from personal contact and a mailing survey. Criteria used included the graduates' cultural background, occupational experiences, work training, cumulative grade point averages, dropout rates, and academic deficiencies in the college of agriculture. Significant findings are that considerable differences exist between the number of college of agriculture dropouts because of academic deficiencies and high schools attended and that grade deficiencies are most often found in the physical sciences. This doctoral dissertation was submitted to Oklahoma State University. (GB)

This is one of 14 country studies which together with a final volume of summary and analysis will comprise a comprehensive Report on the Supply of Secondary Level Teachers in English-Speaking Africa. Each study is focused on the problem of determining the likely demand for overseas personnel for staffing secondary level institutions through 1975. Each gives a short description of the country's geographic, economic, and political situation; traces the development of secondary education and makes projections for the future; assesses the present and future supply of secondary level teachers in each field; and draws conclusions as to the resulting demand for expatriate secondary level teachers. A final chapter draws implications and makes recommendations for long-range planning. The Ethiopia study finds that although in the past Ethiopia has needed many expatriate teachers, particularly Peace Corps volunteers, it is now embarking on several new teacher training programs. In consequence its future needs in expatriate personnel will be more for teacher educators than teachers. (Other studies in the series are SP 004 605-SP 004 611.) (RT)

THIS IS THE FIRST OF A THREE-VOLUME, NINE-UNIT COURSE IN BASIC AMHARIC. VOLUME ONE TOGETHER WITH VOLUME TWO (UNITS IV-VIII OR LESSONS 16-35) DEAL WITH THE PROBLEMS OF PRONUNCIATION AND THE ORAL-AURAL MASTERY OF BASIC GRAMMATICAL CONSTRUCTIONS. EACH LESSON INCLUDES A DIALOG, GRAMMATICAL NOTES, PATTERN DRILLS, EXERCISES, AND A VOCABULARY LIST. AT THE END OF EACH VOLUME ARE APPENDED ENGLISH-AMHARIC AND AMHARIC-ENGLISH GLOSSARIES. THIS COURSE WILL PREPARE THE STUDENT TO PERFORM AT A PROFICIENCY LEVEL IN SPOKEN AMHARIC OF S-3, FOLLOWING THE EVALUATION OF CRITERIA OF THE FOREIGN SERVICE INSTITUTE. (TP)

THIS IS THE SECOND OF A THREE-VOLUME COURSE IN BASIC AMHARIC. FOLLOWING THE SAME FORMAT AS THE FIRST VOLUME, EACH LESSON IN UNITS IV-VII CONTAINS A DIALOG, GRAMMATICAL NOTES, PATTERN DRILLS, EXERCISES, AND A VOCABULARY LIST. ENGLISH-AMHARIC AND AMHARIC-ENGLISH GLOSSARIES ARE APPENDED. THIS COURSE WILL PREPARE THE STUDENT TO PERFORM AT A PROFICIENCY LEVEL IN SPOKEN AMHARIC OF S-3, FOLLOWING THE EVALUATION OF THE FOREIGN SERVICE INSTITUTE. (TP)

Faced with the necessity of producing a large number of programs with extremely limited means, the Ethiopian Schools Television Service has developed a special format for its three series in English as a second language. Eight to ten minute lessons or stories told with still photographs and recorded dialogue and music serve as discussion topics, substituting for the films the Service would prefer to use but cannot afford to produce. An ample number of illustrations are included. (LS)

Study of Ethiopian university students who participated in a compulsory one-year program of national service. Before-after measures indicated that national service experience affected attitudes most directly related to the service activity itself. More generalized attitudes did not change. (Author)

Provides a summary of the problems Ethiopia faces in its efforts to combat widespread illiteracy and supplies some possible solutions and recommendations. (AN)

The pattern and experience of the Gondar health "team training program in Ethiopia could serve as a model for developing nations to train and utilize rural health teams and services. (IR)

Work supported in part by a Social Science Research Council research fellowship to R. L. Cooper. (VM)

The brief history of library education in Ethiopia is traced, and recommendations are made for its advance and improvement. (17 references) (SJ)

No annotation; title and descriptors sufficient. Note: The title and descriptors may not seem terribly informative, but then neither is the article

Ethiopia is not only more generous than almost any other nation in supporting its libraries, but few countries give so many columns of space to library news as do the daily newspapers of this land. (Author/NH)

Authors describe how a four and one-half minute animated film, The Hare and the Tortoise, was made at the Educational Mass Media Centre, Ethiopia. (HB)

This summary compares data on chhild rearing practices in Thailand and Ethiopia. (JH)

Ethiopia is just now beginning to emerge from her ancient, once glorious past, and adult education is one of the means by which this is being accomplished. (Author/EB)

I became a foreigner and found out how the other fellow feels (1970). (Editor)

THE 1,635 VOLUMES CITED IN THIS BIBLIOGRAPHY INCLUDE ARCHIVAL AS WELL AS MODERN PUBLICATIONS, ENDING WITH THE YEAR 1964. THE FIRST TWO SECTIONS LIST GENERAL WORKS ON SEMITIC AND ETHIOPIAN LANGUAGES. FOLLOWING SECTIONS GROUP THE SEMITIC LANGUAGES ACCORDING TO (1) NORTH ETHIOPIC--INCLUDING GEEZ, TIGRE, AND TIGRINYA, AND (2) SOUTH ETHIOPIC--INCLUDING AMHARIC, ARGOBBA, GAFAT, GURANGE, AND HARARI. EACH SPECIFIC LANGUAGE SECTION IS PREFACED BY A BRIEF DESCRIPTION OF THE GEOGRAPHIC AREAS IN WHICH THE LANGUAGE IS SPOKEN, ANALYTICAL TABLES (INDICATING THE CHRONOLOGICAL ORDER AND SPECIFIC LANGUAGE CLASSIFICATIONS OF THE VOLUMES WITHIN THE SECTION), A BIBLIOGRAPHY, AND SUCH ADDITIONAL CATAGORIZATIONS AS GRAMMATICAL OUTLINES, GRAMMARS, DICTIONARIES, VOCABULARIES, AND PROBLEMS OF GRAMMAR AND LEXICOGRAPHY. APPENDED INDEXES LIST AUTHORS, REVIEWERS, AND SUBJECTS. THIS BIBLIOGRAPHY IS VOLUME I OF "BIBLIOGRAPHIES ON THE NEAR EAST," PUBLISHED BY MOUTON AND COMPANY, THE HAGUE. (AMM)

AN ANALYSIS OF THE PRESENT SITUATION IN ETHIOPIA AND A REVIEW OF AGRICULTURAL EDUCATION DEVELOPMENT IN THE WORLD WAS MADE THROUGH INTENSIVE LIBRARY RESEARCH. GUIDELINES AND OBJECTIVES WERE BASED ON THE REVIEW SUBMITTED TO A JURY OF EXPERTS FOR VERIFICATION. REVISED GUIDELINES AND OBJECTIVES WERE THEN DEVELOPED FOR GUIDING AND IMPLEMENTING THE AGRICULTURAL EDUCATION PROGRAMS IN ETHIOPIA. SOME ASPECTS OF THE ROLE OF AGRICULTURAL EDUCATION WERE ANALYZED, PROPOSALS WERE MADE AS TO THEIR CONTRIBUTION TO THE RURAL DEVELOPMENT OF ETHIOPIA, AND A THEORETICAL FRAMEWORK FOR AGRICULTURAL EDUCATION WAS DEVELOPED. THE JURY OF EXPERTS FAVORED THE INTRODUCTION OF AGRICULTURAL EDUCATION TO ORIENT AND EDUCATE ELEMENTARY AND SECONDARY SCHOOL CHILDREN, TO TRAIN YOUNG AND ADULT FARMERS, AND TO EDUCATE PROSPECTIVE FARMERS AND TECHNICAL EXPERTS AT THE SECONDARY AND POST-SECONDARY LEVEL. IT WAS AGREED UNANIMOUSLY THAT THE COLLEGE OF AGRICULTURE SHOULD INITIATE A PROGRAM TO PREPARE PROSPECTIVE TEACHERS. IT WAS RECOMMENDED THAT THE CENTRAL GOVERNMENT INITIATE AND ADMINISTER A RURAL DEVELOPMENT PROGRAM FOR UTILIZING ETHIOPIA'S HUMAN AND NATURAL RESOURCES WHICH ARE CONCENTRATED IN THE RURAL AREAS. THIS PH.D. THESIS, WHICH WAS SUBMITTED TO CORNELL UNIVERSITY, IS AVAILABLE AS 65-4158 FOR $2.90 ON MICROFILM AND FOR $10.15 AS XEROXED COPY FROM UNIVERSITY MICROFILMS, INC., 300 NORTH ZEEB ROAD, ANN ARBOR, MICHIGAN 48106. (WB)